The first aim of this research is to investigate preservice science teachers’ scientific literacy skills in terms of university entrance exam scores, academic achievement average scores, grade levels and academic achievement levels. And the second one is to determine the predictive power of university entrance exam scores and academic achievement average scores on scientific literacy skills. In line with these listed aims of the research, this study was carried out in survey design of the quantitative paradigm. 154 preservice science teachers constituted the participants of this research. The participants’ skills scores were obtained with “Scientific Literacy Skills Test” and the research hypotheses were tested statistically. Results revealed that participants’ scientific literacy skills differed in favor of upper classes, there was significant but low relationship between their skills and academic achievement average scores. In addition, it was found that participants’ university entrance exam scores did not significantly predict their skills, academic achievement average scores significantly predicted their skills but at a low rate (7%) and there was no significant relationship between their university entrance exam scores and skills. In line with these results, suggestions were made regarding the revision of universities' science teaching programs with the object to advance preservice science teachers' scientific literacy skills.